The Relationship between Science and Mathematics Student Learning Outcomes

This article discusses the relationship between mathematics learning outcomes and natural science learning outcomes at East Teluk Jambe 1 Public Middle School in 227 students from nine classes at the end of the odd semester of the 2022/2023 Academic Year. The relationship between these two subjects can be seen from the results of mathematics learning scores and science learning scores by looking at the relationship that occurs based on student ability categories, namely the High Mathematics Category (HMC) and the Low Mathematics Category (LMC), the High Science Category (HSC), the Low Science Category (LSC) is then also seen based on the overall value of mathematics and science. The statistical test used is a correlation test to see each relationship. The results obtained the overall value of mathematics learning outcomes will have a sufficient influence on the overall value of science learning outcomes and vice versa, the effect of a sufficient relationship in the value of mathematics learning outcomes on science or vice versa occurs when students' learning abilities in mathematics or science are high. The overall mathematics learning result is 83.20 while the average science learning result is 85.63, and the science score is higher than the math score. Students who study mathematics will have an influence on learning science, and vice versa students who study mathematics will have an influence on learning mathematics so that these two subjects must be given to student

DESKRIPSI KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL PADA MATERI SEGI EMPAT

Mathematical representation skills are very important for students, because with the ability of representation students can understand a concept or problem and turn it into a concrete form. This study describes the ability of mathematical representation of junior high school students in solving problems in rectangular materials, a question that was given adopted from a government book entitled Mathematics smp grade VII Semester 2 Revised Edition 2017. The research was conducted at SMP Negeri 1 Kotabaru School Year 2020/2021. The study also used descriptive qualitative methods in the next category of student mathematical representation test results on quadrilateral-related questions through a categorization system based on average grades and deviation standards after which they were divided into high, medium and low categories. The results of this article will present students' answers on the question of mathematical representation based on three indicators, namely verbal, image and symbolic representations

Responsi Siswa Terhadap Bahan Ajar E-Lkpd Matematika Dalam Materi Persamaan Garis Lurus

Artikel ini bertujuan untuk memperlihatkan beberapa respon siswa terhadap bahan ajar e-LKPD matematika dalam materi persamaan garis lurus yang mengacu pada standar pembuatan bahan ajar menurut depdiknas yaitu pada aspek tampilan, aspek materi, aspek komponen aspek penyajian, aspek kebahasaan, dan aspek tujuan pembelajaran. Metode yang digunakan dalam artikel ini yaitu dengan menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek yang digunakan dalam artikel ini yaitu enam siswa kelas X di salah satu SMA di Kabupaten Bekasi. Teknik pengumpulan data yang digunakan dalam artikel ini yaitu instrumen angket respon siswa. Adapun teknik analisis data yang digunakan pada lembar penilaian respon siswa adalah menggunakan angket semi tertutup yaitu Skala Diferensi Semantik. Hasil responsi siswa terhadap bahan ajar e-LKPD matematika dalam materi persamaan garis lurus yang diperoleh dari aspek-aspek menurut depdiknas memperoleh kriteria “Baik sekali” dengan persentase rata-rata 90%

Kemampuan Generalisasi Matematis Siswa SMP pada Materi Segiempat dan Segitiga

Kemampuan generalisasi matematis adalah bagian dari kemampuan yang harus dimiliki oleh siswa dalam mempersepsi sebuah pola, struktur, gambar, data ataupun suku berikutnya dan merumuskan bentuk umum secara simbolis. Oleh karena itu perlu adanya penalaran yang jelas dalam belajar matematika, kemampuan generalisasi ini dibutuhkan untuk proses mengambil suatu kesimpulan berdasarkan pengamatan atau fakta. Penelitian yang digunakan adalah penelitian kualitatif metode deskriptif, dengan tujuan penelitian ini adalah untuk mendeskripsikan kemampuan generalisasi matematis siswa kelas VIII pada salah satu SMP Negeri 2 Karawang dalam menyelesaikan masalah materi segiempat dan segitiga. Subjek dalam penelitian ini yaitu 3 siswa dari 30 siswa yang didapat dari hasil pengkategorian kemampuan generalisasi matematis. Teknis analisis data dilakukan melalui tes tertulis, kemampuan ini diukur berdasarkan tahapan generalisasi yaitu Perception of generality, Expression of generality, Symbolic of generality, Manipulation of generality. Berdasarkan hasil analisis jawaban, diperoleh informasi bahwa MA mampu 1) identifikasi pola, 2) menentukan suku berikutnya, 3) menghasilkan pola umum, 4) menggunakan hasil generalisasi untuk menyelesaikan masalah. Sedangkan NB hanya mampu 1) menemukan suku ke-n, 2) membuat pola umum. Sedangkan DC hanya mampu mengidentifikasi pola

PROFIL KEMAMPUAN PENALARAN ANALOGI MATEMATIS SISWA SMA PADA MATERI BANGUN RUANG SISI LENGKUNG

Mathematical analogy reasoning ability can help students solve two math problems that have the same concept but with different problem forms. Therefore, this article aims to reveal and describe the mathematical analogy reasoning abilities of high school students in solving curved side geometrical problems. This research is a qualitative research with descriptive method. The subjects used were 3 students out of 30 students in class X-3 SMA Negeri 2 Karawang which were obtained from the results of categorizing mathematical analogy reasoning abilities. The data collection technique used was a written test. This ability is measured based on the stages of analogical reasoning, namely encoding, inferring, mapping and applying. Then data analysis is carried out by reducing data, presenting data, and making conclusions. The results of this article show that of the three subjects who can fulfill the stages of encoding, inferring, mapping and applying, only KA students. NZ students are only able to achieve two stages of analogical reasoning, namely encoding and mapping. Meanwhile, VA students have not been able to fulfill all the stages of mathematical analogy reasoning given. Therefore, efforts are needed to improve students' mathematical analogy reasoning abilities

KEMAMPUAN BERPIKIR ALJABAR SISWA SMP PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV)

Algebraic thinking skills are very important to be mastered by students, by thinking algebra students can better understand and solve problems that occur in daily life, especially problems related to the form of algebra. The research aims to analyze and describe the algebraic thinking ability of junior high school students in solving problems in SPLDV material. This research was conducted at SMP Negeri 2 Karawang Barat School Year 2020/2021, with the subject of the study as many as 30 junior high school students in grade VIII. The method used in this study is descriptive qualitative, with instruments in the form of description tests as many as 2 SPLDV questions and documentation. The data analysis techniques in this study were conducted by reducing data, presenting data, and drawing conclusions. From the results of the study found that there are still many students who have not been able to meet the Graduate Competency Standards that indicate that students' algebraic thinking ability is still low, it is due to the lack of understanding of students about the concept of algebra. Evidently, from 2 points of algebra thinking given to students obtained percentage data of 20% of students thinking high algebra, 16.67% of students thinking moderate algebra and 13.33% of students thinking low algebra

KEMAMPUAN BERPIKIR KRITIS SISWA MTS DALAM MENYELESAIKAN MASALAH BANGUN DATAR SEGIEMPAT

The importance of critical thinking skills is possessed by every student in order to be able to solve math problems appropriately. This article aims to provide an overview of the ability of MTs students in critical thinking in solving quadrilateral material problems. The picture to be studied related to students' ability to interpretation, analysis, evaluation, inference, and explanation. The subject in this article is class IX students in one of the MTs in Karawang Regency with a total of 16 students who will be categorized based on high, medium, and low. Data collection technique using tests in the form of 5 questions of description in quadrilateral material and interviews. The method used is qualitative descriptive. The data analysis techniques in this article based on Miles &Huberman, namely collecting data, data reduction, data presentation, and verification. The results showed that students' critical thinking skills were in 3 categories, namely 6% in high categories, 75% in moderate categories, and 19% in low categories. This shows that the ability to think students in completing quadrilateral problems is relatively moderate, meaning that students' ability to complete quadrilateral based on critical thinking steps has not been maximized

PENERAPAN MOBILE LEARNING DALAM MENGEMBANGKAN KEMAMPUAN KOMUNIKASI MATEMATIS, REPRESENTASI MATEMATIS, DAN KEMANDIRIAN BELAJAR MATEMATIKA SISWA

Penelitian ini bertujuan menyelidiki pencapaian dan peningkatan kemampuan komunikasi matematis, representasi matematis, dan kemandirian belajar matematika siswa dengan mobile learning. Dalam penelitian ini terdapat beberapa masalah diantaranya kemampuan dalam mengungkapkan atau menyampaikan ide-ide, situasi, dan relasi matematis yang diperlihatkan dalam sebuah model matematis melalui bahasa secara lisan atau tulisan masih terbilang lemah, khususnya dalam kemampuan menggambarkan secara visualisasi matematis, dan kemandirian belajar matematika siswa yang masih lemah. Metode penelitian yang digunakan adalah mixed methods dengan model concurrent embedded (KUANTITATIF dan kualitatif). Populasi dalam penelitian ini adalah dua sekolah di Kabupaten Karawang, yang mewakili level sekolah tinggi yaitu SMP Negeri 3 Karawang Barat dan level sekolah menengah yaitu SMP Negeri 2 Karawang Timur. Masing-masing level sekolah dipilih dua kelas secara acak kelas dari siswa kelas VIII untuk kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen dengan menggunakan mobile learning (ML) dan kelompok kontrol dengan menggunakan conventional learning (CL), kemudian beberapa subjek diambil pada setiap kelas yang mewakili level sekolah dan kategori kemampuan awal matematis. Instrumen penelitian terdiri dari tes kemampuan awal matematis (KAM), tes kemampuan komunikasi matematis (KKM), tes kemampuan representasi matematis (KRM), angket kemandirian belajar matematika (KBM), lembar observasi, dan wawancara. Analisis data kuantitatif menggunakan uji-t, uji-t', uji Man-Whitney, Uji Kruskal-Wallis, dan ANOVA dua jalur, dan data kualitatif menggunakan grounded theory melalui tiga langkah yaitu open coding, selective coding, dan theoretical coding. Hasil penelitian menunjukan bahwa: (1) pencapaian dan peningkatan KKM, KRM, dan KBM yang menggunakan ML lebih baik daripada siswa yang menggunakan CL; (2) tidak terdapat pengaruh interaksi pembelajaran dan KAM terhadap pencapaian dan peningkatan KKM dan KRM, akan tetapi terdapat pengaruh interaksi pembelajaran dan KAM terhadap pencapaian dan peningkatan KBM; (3) terdapat pengaruh interaksi pembelajaran dan level sekolah terhadap pencapaian dan peningkatan KKM, KRM dan KBM; (4) Kualitas kemampuan komunikasi matematis siswa, kemampuan representasi matematis siswa, dan kemandirian belajar matematika siswa yang menggunakan mobile learning lebih baik dari pada siswa yang menggunakan conventional learning ditinjau berdasarkan (a) kemampuan awal matematis (tinggi, sedang, rendah); (b) level sekolah (atas, menengah); dan (c) secara keseluruhan. (5) keunggulan implementasi ML adalah siswa dapat belajar kapanpun di manapun dengan siapapun tanpa terbatasi oleh ruang dan waktu, kemudian kelemahan implementasi ML pada umumnya tidak ditemukan jika siswa pada saat pembelajaran mampu memanfaatkan dan mengakses informasi dengan baik.;---The aim of this research is to investigate the students' achievement and enhancement in mathematical communication ability, mathematical representation ability, and self-regulated learning in mathematics. In this research, there are some problems such as the students' ability in expressing or conveying ideas, situations, and mathematical relationship shown in a mathematical model through oral or written language is still weak, even in the students' ability to visualize mathematically and the students' self-regulated learning mathematics is also still weak. The method of this research is a mixed method with concurrent embedded models (QUANTITATIVE and qualitative). The population of this research was 8th grade students in Karawang regency, which represents the high-level school (SMPN 3 West Karawang) and middle-level school (SMPN 2 East Karawang). The first group is as an experimental class which was given treatment by using mobile learning and the second group is control class which was given conventional learning, then some subjects were taken on each grade that represents the school level and the category of prior mathematical knowledge. The data were collected through: (a) Prior mathematical knowledge test, (b) mathematical communication ability test, (c) mathematical representation ability test, (d) questionnaire on self-regulated learning in mathematics, (e) observation sheets, and (f) interviews. The quantitative data analysis used (1) t-test, (2) t'-test, (3) Man-Whitney, (4) Kruskal-Wallis and (5) Two-way ANOVA. The qualitative data were analyzed by utilizing grounded theory through three steps, namely: (1) open coding, (2) selective coding, and (3) theoretical coding. The results of the research shown that: (1) the students’ achievement and enhancement in communication ability, mathematical representation ability, and self-regulated learning in mathematics by using mobile learning are greater than those who worked under conventional learning; (2) There is no interaction between learning and prior mathematical knowledge toward achievement and enhancement of mathematical communication ability and mathematical representation ability, but there is interaction between learning and prior mathematical knowledge toward achievement and enhancement of self-regulated learning in mathematics; (3) There is interaction between learning and level school toward achievement and enhancement of mathematical communication ability, mathematical representation ability, and self-regulated learning in mathematics; (4) The quality of mathematical communication ability, mathematical representation ability, and self-regulated learning in mathematics by using mobile learning are greater than those who worked under conventional learning (5) The advantages of mobile learning provide easy access to learning anyplace, anytime, making it more convenient to students. Students have the advantage of spending their time, between meetings or during weekends focusing on the material they want to learn

PENERAPAN PERMAINAN SALDERMATH ALGEBRA DALAM PELAJARAN MATEMATIKA SISWA KELAS VII SMP DI KARAWANG

Penelitian ini merupakan penelitian eksperimen dengan metode quasi exsperimental dengan menggunakan desain kelompok kontrol non ekuivalen, yang bertujuan untuk melihat perbedaan, peningkatan, dan perbedaan peningkatan, dari kelas eksperimen pembelajaran dengan penggunaan saldermath algebra dan kelas kontrol dengan pembelajaran konvensional. Populasi penelitian merupakan seluruh siswa kelas VII di SMP Rawamerta  sebanyak 75 siswa, diambil sampel sebanyak 75 siswa dengan cara Cluster  Sampling. Instrumen penelitian menggunakan tes uraian kemampuan aljabar, dan di analisis dengan menggunakan uji-T, uji Mann-Whitney dan uji Gain. Dari hasil penelitian diperoleh beberapa kesimpulan antara lain, pencapaian kemampuan aljabar siswa yang pembelajarannya menerapkan permainan Saldermath Agebra berbeda dengan kemampuan aljabar siswa yang menggunakan pembelajaran langsung secara keseluruhan dan pengelompokan kemampuan awal matematis siswa. Peningkatan kemampuan aljabar siswa yang pembelajarannya menerapkan permainan Saldermath Agebra lebih tinggi dibandingkan dengan kemampuan aljabar siswa yang menggunakan pembelajaran langsung secara keseluruhan sama halnya berdasarkan pengelompokan kemampuan awal matematis siswa kelompok tinggi dan kelompok sedang, akan tetapi peningkatannya tidak lebih tinggi berdasarkan kelompok rendah. Kemudian minat belajar matematis siswa sebelum dan sesudah pembelajaran menerapkan permainan Saldermath Agebra berbeda